Peer Learning Seminar: Critical factors for the implementation of Lifelong learning Strategies and Policies

19 May 2010 to 20 May 2010
Vienna, Austria

Peer Learning Cluster or other group

Other - One-off peer learning activities on selected themes

Background

This peer-learning seminar on critical factors for implementation of lifelong learning (LLL) strategies and policies was organised by the European Commission, DG EAC, together with the Austrian Ministry for Education, Arts and Culture.

Its preparation has been supported by a draft analytical report which discusses six factors that are critical for successful implementation of lifelong learning strategies or policies. These six factors had been identified based on literature review and discussed in two meetings of a group of lifelong learning experts set up by the European Commission.

Prior to the seminar the Commission had circulated a questionnaire to participants asking them to reflect on the factors they would be most interested in discussing during the seminar. They were also asked to describe the specific LLL policy they are currently working on and to give a view on the strengths and weaknesses of this approach and/or the lifelong learning strategies/ policies in their country/region/organisation in general. Their reflections on strengths and weaknesses were used to feed into questions and topics for round tables.

Description

The seminar had for objective to:

  • Discuss, on the basis of examples of practice from different countries and systems, how certain factors can support or hinder implementation of LLL strategies/policies
  • Identify elements of successful approaches to foster lifelong learning, its quality, quantity and recognition, through national/regional/local and institutional policies
  • Support transnational policy learning between participants and give new insights and ideas for addressing critical factors to lifelong learning implementation.
The event was organised as a sequence of five thematic sessions related to the critical factors identified in the analytical report. Each session combined concrete examples of practice with more theoretical considerations and important space for discussions in round tables.
 
Conclusions

Key issues which were discussed in the five sessions included:

  • Session 1: Tackling the interest of relevant stakeholders
    • How to identify the key stakeholders and who speaks on their behalf?
    • What space for action is given to stakeholders?
    • The need for concrete agreements
  • Session 2: Attracting (disadvantaged) learners towards learning activities
    • Move from a “deficit oriented model” to a model where diversity is valued
    • Inclusion is not conflicting with specific treatment
    • The need for involvement of grassroots organisations
    • Importance of smart communication
  • Session 3: Developing infrastructure and institutional capacity for LLL provision
    • Geographical disparities and physical access to learning infrastructure
    • The important role of networks
    • The preparation of staff, leadership and commitment
  • Session 4: Implementing adequate financing mechanisms
    • Efficient use of existing funding sources
    • The extent to which lifelong learning should be financed by the state
    • The existence of different sponsors for the same programme
    • The crisis in Europe and its impact on financing
  • Session 5: Promoting adapted design of learning activities
    • The importance of trust between the learners and the trainers
    • The role of the learning environment
    • Learning-to-learn & ICT competences provision applied to other skills
    • The role of learning processes in “changing people’s quality of life”.

Furthermore, participants were also invited to further exchange on what the crucial topics on the lifelong learning agenda could be in 2020 and what policy makers might need to consider when facing these challenges:

  • The increasing need for multicultural learning in societies with highly mixed populations due to growing migration;
  • The need to strengthen certain areas of learning – namely health and well-being related education – in societies that are ageing but where ageing combined with unhealthy life styles puts a lot of pressure on systems of social security and health care;
  • The need for competiveness of European lifelong learning systems in a global perspective where competing economies (China, India, Korea) invest heavily in up-skilling their new generations who largely outnumber EU populations of highly qualified;
  • The likely financial constraints education and training systems are going through within the upcoming years and the possible negative impact on solidarity and efforts in view of social inclusion;
  • The necessity to make choices not only about promoting certain learning processes (as it is currently the case in European policies) but also to promote certain learning content which reflects the European values.
Knowledge System for Lifelong Learning